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CC Cycle 2 Week 14 Lesson for Abecedarian Tutors

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Former abecedarian CC tutor (iijuan12), former history teacher, & currently a Christian homeschooling mama of 9 blessings

CC Classical Conversations Cycle 2 Week 14 Abc Tutor Lesson Plan

CC Classical Conversations Cycle 2 Week 14 Abc Tutor Lesson Plan

This is the plan I used while tutoring a Classical Conversations Cycle 2 Week 14 abecederian class. I have included all the subjects including new grammar, Great Artists, presentations, science experiments, and review game. I also added my weekly parent email. This is not an official tutor plan. It's simply what I did. I'm sharing it so other tutors can use it as a springboard from which to plan your own lessons that are tailored to best meet the needs of your own class.


(Class set of trivium maps, dry erase markers, and small pieces of paper towels will already be at each seat.)

-Have the children use their dry erase markers to quickly trace around the borders of the continents and then erase them. (Be sure to emphasize that they should focus on the basic shapes, not the details.)
-Have the children put the caps on their markers and lay them down.
• Point out the locations on my map one by one. (I say, “Eyes and pointer fingers up” each time before I introduce the next location.) Each time have the children find the location on their maps using their fingers. They say the location, and I confirm, “Yes, that is…”. Repeat.
• Show me/Tell me the locations using a dry erase marker.
-Show me where [location] is. Put a dot on it. [Repeat this for each location.]
-Put the caps back on the markers, but don’t erase anything yet!
• Go through the locations with me while erasing locations one by one using the piece of paper towel. (Do them out of order.)
***Mom/Dad Helper: Collect markers and maps and return to tutor bag. Throw away paper towel pieces.***

  • (*At home we’ll be learning the locations using the song & hand motions by CCHappyMom.)

You'll need to leave out East Prussia & add in Belarus.


• I chant and do motions while the children listen. The motions are based on the ones from Rebecca Prince (posted below) but we’ll only be saying each phrase a single time.

The states of matter are = Cup hands around mouth and say loudly
Solid = Clasp hands together
Liquid =Wave both arms
Gas = Plug nose with one hand and wave other hand like smelling something stinky
Plasma = Jump up with arms in air like raising the roof
• Do it together two times. Boys do it. Girls do it. Do it together two times.

Motions we used in class by Rebecca Prince


• Flash the cards, while singing card titles 1, 2, & 3, then 1-4 card titles, then 1-5 card titles, and 1-6 card titles.
• While singing and flipping through the final time (doing all 7 cards), pass one out to each child.
• Have them bring up their timeline card one by one and put it on the board as we sing the song together.


  • I chant while children listen.
  • Allow children to each roll the music die & chant the Adverb sentence together using that dynamic: staccato, crescendo, diminuendo, legato, forte, & piano. (*I use a foam die from the Dollar Tree, put stickers on it so I can change out the voices, & write on the stickers.)

(*At home we learned this using the song by hcasport, posted below. Though it looks neat, we did leave out the cup part.)


  • Sing the history sentence while the children listen.
  • Dance ("Creative Movement") Progression: 1) Children sing it with me. 2) Children sing it with me while stepping a little bit from side to side. 3) The next time add in swinging arms with the stepping. 4) The next time add in wiggling your hips (flossing if desired). 5) The next time replace the arms swinging with raising the roof (raising your hands above your head & pumping them up). 6) The last time tell them to dance however they'd like as they sing but they need to stay near their chair.


• Sing through one time with the motions from last week, singing through 1 time.
• Have children sing with me and do the motions, singing through only 1 time.
• London Bridge: Have helping parents (or 2 students) hold hands and allow the children to walk under the bridge while everyone sings the Latin Present Tense song. Drop arms to "capture" the child when you get to the part of the song in which you sing, "Present Tense." Repeat. (We're not using the tune of London Bridge. We're just using the actions of London Bridge.)



  • I chant and do motions while the children listen.

2.54 – Hold up 2 fingers with your right hand
1 inch – Hold up 1 finger with your left hand
12 inches – Move your right hand and left hand together to make 12.
1 foot – stomp your foot
5,280 – Hold up 5 fingers
Feet – Fast feet (run in place really fast)
1 mile – Spread out both arms as wide as you can.
1 kilometer - Hold up 1 finger
5/8 of a mile - Hold up 5 fingers

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  • Have children chant it and do the motions with me 2 times.
  • Chant it while whispering. Boys chant it (but everyone does the motions). Girls chant it (but everyone does the motions.) Everyone does it together.

(*At home we're doing the above motions while singing it to the tune from Mary Poppins, posted below..)


***Parent Helper: Help children put on t-shirts or smocks to protect their clothing. If desired, have your parent helper cut out the people templates from for children to glue onto their landscapes. Some of my children wanted to do that and some of my children wanted to paint a person themselves.

  • Show a compact mirror to remind the children of the first artist who painted portraits and practiced painting expressions by making silly faces at himself in the mirror and drawing those. Who remembers his name? (Rembrandt).
  • Today we’re going to study about an artist and scientist named Thomas Gainsborough. Say that name with me, “Thomas Gainsborough.” To help you remember Gainsborough, I’m going to show you this [toy] tree because Gainsborough loved to paint landscapes. Say, “landscapes.” Landscapes are paintings that are done of the outdoors, such as paintings of mountains, forests, or the beach. Gainsborough loved to paint landscapes, but he was from England. England is here on the map. [Show England on the CC map.] When Gainsborough was painting, people from England didn’t just want a landscape painting. They wanted a painting with themselves in it. Gainsborough would paint people and he’d use his imagination to draw a beautiful landscape behind the people.
  • Let’s quickly look at a few paintings from Gainsborough. [I used the children's book 13 Painters Children Should Know by Florian Heine.] Do you see the beautiful forests and rivers? He just dreamed those up in his mind. Those people were probably standing inside their homes, but he painting them in places that made them look like they were on a wonderful vacation.
  • If you went on a vacation with your family, where would you want to go? [Allow children to answer.] I want you to close your eyes for just a moment and picture what it would look like if you were there. Now open your eyes. We’re going to try to do what Gainsborough did. Instead of having our people at Disney World, though, we’re going to having them in a field with trees.
  • Follow the directions from this YouTube video to make the landscape. (I have further directions below the video.
  • We’re going to use the big brush first. It will help us paint the sky and the land quickly. We’ll paint the sky blue. I’m going to dip my paintbrush into the water and then in the paint. It will let me spread my paint quickly.
  • I’m going to do mountains, so I’m going to lay out the zigzag, V-shaped mountain shapes. Now I’ll fill in my sky in blue.
  • In a landscape, you start with what’s furthest away and then draw what is closer to you.
  • Now I’ll use my water to clean off my brush. I’ll dab it a bit it on my paper towel.
  • I’m going to use my same big brush to paint my mountains. They’ll be dark green. I can quickly go in and fill the color. I’m going to add a little bit of water to my paintbrush to help it spread quickly. I don’t have to stay in the lines I made.
  • Now I’m going to do this large area with my light green. I’m adding water to my color. It’ll be very easy to paint. I’m even adding texture because I still have a little dark green on my brush.
  • Now we already have our whole painting covered in paint. This is just the foundation, the basis for our landscape. We’ll just layer right over this with details like trees, bushes, and more. We’ll use our medium and smaller paint brushes.
  • I’m going to start with what is furthest away, which will be a river. I’m going to get blue paint. I know from what we learned about perspective, that things start small and get larger as they get closer to you. I’ll have my river get really large as it gets near me.
  • Now I’m going to do trees. I’ll use my small paintbrush and add some tree trunks and branches. Because I already did all the background, I can just layer right on top of what I have. I can add branches. I don’t have to stay in lines. I can just add it in.
  • Now let’s add some green leaves by dabbing.
  • Let’s use our tiny paintbrush and put it in red. Dab it around to make flowers in the meadow.
  • Now think about the type of people who would be in this landscape.
  • Now that we’ve finished our landscape, we need to add our portraits of people. [Allow children to select one or some of the people templates printed from They should be cut out ahead of time.] Glue them to your landscape. OR Children can paint in a person.
  • If there is extra time, they can add more details to their paintings.
  • Who remembers the name of the artist we learned about today who loved to paint landscapes that he imagined and then include portraits of people to them? Yes, Gainsborough.

The books I used for Thomas Gainsborough


  • Have children collect presentation items from the basket/table.
  • Remind that when someone else is talking, children should: Stop, Look, Listen.
  • Remind about presentations: Today’s focus will be: Posture: Lower Body: Hips stay pointed to audience, feet planted. What is today’s focus? [Remember to raise your hand to answer.]
  • Each child gets 1 question token (a foam rectangle with their name written on it).
  • Have children go in alphabetical order. (Will rotate each week.)
  • Next week’s skill to work on: Tempo: Are you speaking too fast or too slow? Is your tempo appropriate for your speech?
  • Return presentation items to backpacks.

Bathroom Break & Snack Time

Pray. Bathroom break. Get snacks from snack basket and have snack while listening to memory work CD.

Pepper Run

Pepper Run

  • (*Ahead of time you can watch a video of the experiments by CCLivermore Tutor posted below.)
  • I do have a full script for this activity that I might post at a later time. It's on my computer that crashed. If I can get it off that hard drive, I'll post it here. In the meantime, you can check the script from CCC user nicoleliem for additional ideas.
  • Geography Fast Review: Hand out maps to each child. Divide up children among you & the helping moms so that you are able to each check specific child and what they are pointing at. Call out the geography locations from weeks 8-14. Have children tell me or show me locations using their fingers.
  • Superman Fit Deck: Each child gets a turn selecting a week (written on slips of paper in a bag). The child who pulled the paper answers the history question from that week. The next child answers the science question from that week, and then we move down the line until we get through all the subjects. Then the child who picked the week card gets to pull a random exercise card (I use FitDeck Junior Superman cards) & everyone does 10 of whatever is on the card. Then have the next child in line select a week and repeat the process again.
  • Note: I always give children the option of reciting by themselves, reciting with a prompt from me, reciting with help from the entire class, or reciting with just me.

It is a blessing getting to watch the sweet relationships growing between the children in our class! I'm including a photo of them playing so nicely together during snack time.

If you have not yet done so, please pack an old t-shirt or smock to cover your child’s clothing for fine arts for the next few weeks as we’ll be using paints.

It would be super helpful if you could make sure your child visits the bathroom before morning assembly.

Would you like a little bit extra? Each week my family enjoys reading books, doing activities, and watching YouTube video clips related to our new grammar. Memorizing the CC grammar is completely sufficient, but if you’d like to add a bit more, here is what my family has enjoyed reading, doing, & watching related to the science sentence: Science Morning Basket & Activities: States of Matter.

This week I will be praying for each of your children. My prayer is that through our time at CC, God will teach them to follow after righteousness, faith, love, and peace. (2Timothy 2:22)

Observing water in 3 different states of matter was one of the activities we did this week during our Science Morning Basket & Activities time.

Observing water in 3 different states of matter was one of the activities we did this week during our Science Morning Basket & Activities time.

© 2019 Shannon

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